International Journal of Higher Education Pedagogies <p>International Journal of Higher Education Pedagogies (IJHEP) is an open-access, peer-reviewed journal publishing a wide range of research works in the field of teaching and learning methods within higher education. IJHEP publishes original research on the method and practice of higher education teaching as a broad concept. We publish high-quality theoretically grounded, empirical studies addressing the main functions of higher education and the dynamic role of the university.<br />Higher Education Pedagogies is an essential reference for those who wish to stay tuned with the latest findings and developments in the higher education context.</p> en-US ( ) ( ) Sun, 19 May 2024 05:05:13 +0000 OJS 60 An Investigation of the Enigmas and Accessibility of Academic Literature, Writing, and Peer Review <p>Novice researchers and postgraduate students have traditionally viewed the systematic method of writing as opaque, difficult, untidy, and tedious. This research investigated the enigmas and accessibility associated with academic literature, writing, and peer review. Secondary sources were used to collect data and conduct this investigation. The review paper aims to encompass various types of literature and writing, and although there is no universally accepted approach, different methodologies are necessary for different types of reviews and writings. The challenges associated with comprehending, evaluating, and composing literature mostly arise from the initial inability to accurately ascertain the reviewer's specific objectives and choose a systematic and thorough approach to pursue them. The process of reviewing and producing academic literature is a challenging endeavor that requires careful attention, well-defined goals, timely access to appropriate resources, and sufficient availability of relevant information. The study findings have significant implications for scholars and postgraduate students who are required to engage in literature evaluation and writing at different levels, particularly during crucial, specified, and constrained time periods.</p> Zanyar Nathir Ghafar Copyright (c) 2024 Zanyar Nathir Ghafar Sun, 19 May 2024 00:00:00 +0000 Gender and Other Inequalities in Secondary Education in Post-Conflict Sierra Leone: Exploring the Experiences and Outcomes of Girls in Schools <p>This study extends limited research on understanding gender and education in post-conflict contexts. The study goes beyond the descriptive analysis of equality in terms of numbers but rather focuses on the gendered processes and conditions of learning (i.e., The content of what girls learn and how they learn). It gives an account of how schooling experiences produce and reproduce inequalities in secondary education. This critical analysis utilizes the intersectionality framework to illustrate how the intersection of multiple identities such as gender, social class, sexuality, culture, and location influences girls' learning experiences and outcomes in secondary school in post-conflict Sierra Leone. I particularly draw on girls’ explanations of these issues as they negotiate and are affected by them. Therefore, a detailed qualitative ethnographic study was conducted in a secondary school from the south region of Sierra Leone to explore gendered experiences and their intersecting inequalities in everyday schooling. This is to understand the gendered institutional life of the school and as far as possible do this through the voices and perspectives of those within the school, especially the girls. What this research does is to broaden the in-school research knowledge by focusing on investigating the gendered process of learning, everyday formal and informal in-school interactions, cultures and practices and the intersection of gender with other social identities like sexuality, Socioeconomic status (SES), Location and Traditions. I also tracked how these new directions of knowledge influence girls' performance, retention, and attainment. This study adopted a qualitative research method using an ethnographic approach to examine the pupils’ and teachers' detailed secondary schooling experiences. This was achieved by using in-depth interviews to explore students’ individual personal experiences of secondary schooling. The studied participants were purposively selected based on the established parameters for this study. The findings of this study revealed a highly gendered school environment, and that the intersection of multiple identities, such as gender, social class, sexuality, culture, and location, exacerbates inequalities in secondary education and influences girls' learning experiences. Additionally, the study highlighted the impact of societal factors, such as early marriage and teenage pregnancy, on girls' educational outcomes, especially in a post-conflict context like Sierra Leone.</p> O'bai Conteh Copyright (c) 2024 O'bai Conteh Sun, 19 May 2024 00:00:00 +0000 Teaching English at Tertiary Level: Motivating Students of Technical Study Programs <p>Student motivation has always concerned foreign language instructors. It has become more topical in recent years, after the introduction of COVID-19 restrictions, and the new global phenomenon known as remote learning. Previously, it has been claimed that teachers should pay greater attention to intrinsic motivation (e.g., curiosity, autonomy, interest in the subject, novelty), as only intrinsically motivated learners are kept motivated throughout the whole course of learning. It has been proven that extrinsic motivational factors (e.g., awards, positive feedback, good marks, pressure from the family) are inadequate to keep learners motivated over a long period. Still, psychologists suggest that both extrinsic and intrinsic motivation must be activated to ensure an efficient learning process. The present research is aimed at investigating the view of the learners of technical study programs on intrinsic and extrinsic motivational factors as regards foreign language learning, the interrelation between the teacher’s character, studying environment, classroom management, and family involvement in the studying process and motivation, as well as to investigate the factors that motivate the technical students to learn and kept them motivated in the remote learning setting. The author of this research surveyed 140 students of Riga Technical University of the technical study programs. The results showed that both intrinsic and extrinsic motivation are essential for student motivation in the post-pandemic time. However, in a crisis situation, even self-motivated students appear to lose their intrinsic motivation and seek support from families, peers, and teachers to stay motivated. The challenging, entertaining, and engaging tasks, good classroom management, and the application of digital teaching methods are appreciated by students in these times.</p> Viktorija Tataurova Copyright (c) 2024 Viktorija Tataurova Sun, 19 May 2024 00:00:00 +0000 Learning Sequence “Learning | Growing | Working”: A Helpful Approach to Facilitate the Entry into the IT Faculty <p>Virtual teams and digital collaborative work have become an integral part of modern university teaching. The demand for suitable methods for group formation in virtual formats has increased, not least due to Covid-19. Even though students at the university have become more confident in using digital exchange options during this time, it has become apparent in recent semesters that first-year students in particular need support during the transition into higher education, with the learning process and with virtual group work. This paper describes how the digital self-oriented learning approach called the learning sequence “Learning | Growing | Working” was set up and used on the LMS platform Ilias, and how it supports students in learning alone and in groups, collaborating online, building group cohesion, pursuing goals and learning to network. The sequence focuses on intensive exchange and networking. The learning sequence has been designed for first-semester students as a twelve-week guided group focusing in different tools and methods to support students in these subjects. The research methodology used to evaluate and analyse the outcomes of the learning sequence was the observational method, the empirical evaluation of the behaviour and constant comparison approach of the structured collected observation notes and responses of the participants. The results indicate positive outcomes, showing growth in goal setting, networking capabilities, attitudes towards learning, and critical reflection. Both participants and project stakeholders recognise the potential of the sequence to support students' personal development. Strategies for future implementation are suggested to enhance the learning experience. Among others, clear guidance on goal setting, emphasising non-academic goals for motivation and maximising engagement within the allotted time, facilitating discussions on interesting topics and addressing group dynamics challenges were observed as suggested approaches.</p> Veronica Isabela Quandt, Nicole Ondrusch Copyright (c) 2024 Veronica Isabela Quandt, Nicole Ondrusch Sun, 19 May 2024 00:00:00 +0000 Designing and Implementing a Telehealth Simulation for Pain Neuroscience Education in a Doctor of Physical Therapy Curriculum: A Pilot Study <p>There is continuing debate over the best pedagogical approach to deliver modern pain science knowledge. Experiential learning, such as simulation, may better promote application and retention of curricular material. This study investigated changes in knowledge of pain neurophysiology, attitudes, beliefs and clinical recommendations towards chronic low back pain (CLBP) after participation in a telehealth simulation for pain neuroscience education (PNE). A convenience sample of twenty-one Doctor of Physical Therapy (DPT) students, age 23.6 (± 3.60), completed the simulation. Students completed a pre- and post-questionnaire consisting of the Revised Neurophysiology of Pain Questionnaire (rNPQ) Healthcare Providers’ Pain and Impairments Relationship Scale (HC-PAIRS) and clinical vignette. Additionally, the post simulation survey included the Simulation Effectiveness Tool Modified (SET-M). Descriptive statistics were utilized to analyze all data. Pre- and post-rNPQ mean (SD) scores improved from 5.38 ±1.24 (44.8%) to 6.48 ±1.36 (54%). HC-PAIRS mean (SD) scores lowered from 51.76 ± 9.64 to 47.14 ±5.41, indicating a positive shift in attitudes and beliefs relating to CLBP. All appropriate clinical recommendations improved after post simulation. The mean (SD) SET-M score was 54.9 ±3.66. Experiential learning via a PNE telehealth simulation improved knowledge of pain neurophysiology, positively shifted attitudes and beliefs towards CLBP, while also improving appropriate clinical recommendations. The SET-M scores present the learners perspective and provide guidance in adapting the simulation in the future. Further research should include a longitudinal design with a long-term follow up, a larger sample size across different curricula and a qualitative component to explore the student experience.</p> Shannon Logan Copyright (c) 2024 Shannon Logan Sun, 19 May 2024 00:00:00 +0000